Improving Graphical and Numerical Representational Competence Coherence with Laboratory Investigation and Computer to Solve Problem-Solving of Geometry Optical Materials

Learning physics through the investigation of phenomena using practicum equipment in the laboratory is the real core of learning physics. The basic competence of prospective science teachers towards understanding concepts through investigating phenomena is well developed. The achievement of other, more abstract concept representation competencies such as numerical, graphical, and mathematical representations requires new methods or ways in the learning process. The development of computer technology as part of further investigation of learning in the laboratory needs to be developed to facilitate learning. The purpose of this research is to investigate how to improve competence in understanding concepts based on verbal representations (Verb Rep) in the form of investigations of phenomena, to achieve multiple representations (MR) (Formal Representation, Numerical Representation, Graphical Representation, Pictorial Representation) with computer-based learning. The results showed that the conventional group (N=30; M=72.87; SD = 7.03; SE = 1.28) had a lower average score on the test results than the experimental group (N = 30; M = 83.27; SD = 4.93; SE = 0.89). Independent mean statistical tests showed significant differences (t (30) = -6.63; p <0.001; r = 0.78) between groups learning to use one representation (conventional) and those using MR to solve problem-solving cases of lens content and curved mirrors, with the category of effect size (r)0.78 exceeding 0.50 (large effect)

Evaluating Chinese K-12 CFL/CSL Teachers’ Readiness Toward Interactive Reading Platforms

Purpose: This paper aims to investigate in-service Chinese teachers' perception of TPACK and readiness for integrating Interactive Reading Platforms when teaching Chinese as a foreign language (CFL) or as a second language (CSL) at K-12 and to determine the effect of TPACK on teachers’ readiness for technology integration. Research design, data and methodology: The research is quantitative in nature, using questionnaires and survey to collect data from samples. 226 teachers responded to the online questionnaires which was based on TPACK model and contained 43 items in total after adjustment for item validation and reliability. The variables were content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and teacher readiness (TR). Results: Descriptive statistics showed overall high competency and readiness for technology integration, but participants were least confident about TK. Multiple linear regression supported the hypothesis that TPACK could affect TR statistically significantly. TPK had the greatest impact on TR; PK second; TCK third, CK had negative effect on TR. The remaining TK and PCK showed no influence. Conclusions: More study is suggested to investigate the effect of TK and CK on TR. Recommendations and suggestions for future research have been provided

Teaching critical thinking to Chinese students in English as a foreign language writing class: A review

Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. Facing the globalization of CT teaching, the study thus updates the assessment techniques to meet the increasing needs of CT teaching in EFL writing in China. Relevant suggestions are also given to education practitioners

TRECVID 2008 - goals, tasks, data, evaluation mechanisms and metrics

The TREC Video Retrieval Evaluation (TRECVID) 2008 is a TREC-style video analysis and retrieval evaluation, the goal of which remains to promote progress in content-based exploitation of digital video via open, metrics-based evaluation. Over the last 7 years this effort has yielded a better understanding of how systems can effectively accomplish such processing and how one can reliably benchmark their performance. In 2008, 77 teams (see Table 1) from various research organizations --- 24 from Asia, 39 from Europe, 13 from North America, and 1 from Australia --- participated in one or more of five tasks: high-level feature extraction, search (fully automatic, manually assisted, or interactive), pre-production video (rushes) summarization, copy detection, or surveillance event detection. The copy detection and surveillance event detection tasks are being run for the first time in TRECVID. This paper presents an overview of TRECVid in 2008

Chinese elements : a bridge of the integration between Chinese -English translation and linguaculture transnational mobility

[Abstract] As the popularity of Chinese elements in the innovation of the translation part in Chinese CET, we realized that Chinese elements have become a bridge between linguaculture transnational mobility and Chinese-English translation.So, Chinese students translation skills should be critically improved; for example, on their understanding about Chinese culture, especially the meaning of Chinese culture. Five important secrets of skillful translation are introduced to improve students’ translation skills

Measuring Complex Problem Solving in Jordanian Higher Education: Feasibility, Construct Validity and Logfile-Based Behavioural Pattern Analyses

This study investigated the feasibility and the applicability of using the third generation computer-based assessment of complex problem solving (CPS) based on the MicroDYN approach at the Jordanian higher education level. The tests were administered online via the eDia assessment platform for all data collections processes. We also investigated the role of strategic exploration and different problem-solving and test-taking behaviours in CPS success, using logfile data to visualize and quantify students’ problem-solving behaviour on ten CPS problems with varying difficulty levels and characteristics. Additionally, in the present study, we go beyond the borders of most studies that focus on students’ problem-solving behaviour pattern analyses in European cultures and education systems and examine Arabic students’ CPS behaviour. Results show that students in the Arabic school system interpret CPS problems the same way. That is, we confirmed the two-dimensional model of CPS, indicating the processes of knowledge acquisition and knowledge application as separate dimensions during the problem-solving process. Analyzing log data, we have identified large differences in students’ test-taking behavior in terms of the effectiveness of their exploration strategy, time-on-task, and number of trials at an international level (Jordan and Hungary). We identified four latent classes in both samples based on the students’ exploration strategy behavior. The tested process indicators proved to be non-invariant over the different latent profiles; that is, there are big differences in the role of the number of manipulations executed, time-on-task, and type of strategy used in actual problem-solving achievement between students that fall within different thinking profiles. Based on the results from the studies, we can conclude that online computer-based assessment is valid and reliable in the Jordanian higher education context. This study contributes to understanding how students from different educational contexts behave while solving complex problems

A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA

This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments

Assessing Awareness, Interest, and Knowledge of Fractal Geometry among Secondary Mathematics Teachers in the United States and China

Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni, & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers’ awareness, interest, and knowledge of fractal geometry in the U.S. and China, as well as the factors that influence them. The instrument of the study included a survey and a test designed by the researcher and validated by five experts. The results of the study indicated that secondary math teachers in the U.S. and China had very low levels of awareness of fractals and lack the knowledge and skills of solving fractal problems, but they had a higher level of interest in fractals related to classroom teaching and professional development as compared with their levels of awareness. Furthermore, the results of this study indicated that the factor ‘experience of learning fractals’ had the most positive effect on the average score of awareness. The factor nationality (U.S.) had the most positive effect on the average score of interest. The factor nationality (U.S.) had the most negative effect on the average score of knowledge

THE RELATIONSHIP BETWEEN REFORMED TEACHING AND STUDENTS’ CREATIVITY IN A CHINESE MIDDLE SCHOOL

Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students’ creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students’ creativity (F (2, 117) = 19.760, p<.001). Classroom observation generally indicated that the participating teachers were skillful at promoting conceptual understanding and provoking high-level thinking. However, evidence of student-centered instruction was less apparent. The semi-structured interviews with participating teachers showed a positive attitude toward inquiry-based teaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students’ creativity. Directions for future research are provided

Effectiveness of MAEA's interactive science programs in terms of African-American students' attitudes and classroom learning environment

The effectiveness of MAEA’s interactive science programs was investigated for a sample of 269 disadvantaged African-American students in Columbus, Ohio, in terms of students’ perceptions of their science classroom learning environment and attitudes. Whereas pretest-posttest changes were statistically nonsignificant for comparison schools, MAEA students experienced significant improvements in classroom cooperation and teacher support and in attitude to inquiry and enjoyment of science classes